|Journal||International Journal of Sports Science and Coaching|
|Publication status||Published - 2010|
FingerprintDive into the research topics of 'Research Notes: Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice'. Together they form a unique fingerprint.
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TY - JOUR
T1 - Research Notes: Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice
AU - Lang, Melanie
AU - Light, Richard
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H., Talented in Dance: The Bloom Stage Model Revisited in the Personal Histories of Dance Students, High Ability Studies, 2001, 12, 181-197. 400 Long Term Athlete Development Model in English Swimming 10. Jess, M., Collins, D. and Burwitz, L., Children and Physical Activity: The Centrality of Basic Movement Skill Development, Presentation at the International Council for Health, Physical Education, Recreation, Sport and Dance Conference, St. Mary’s College, London, 1998. 11. Balyi, I. and Hamilton, A., Long-Term Athlete Development: Trainability in Childhood and Adolescence – Windows of Opportunity, Optimal Trainability, National Coaching Institute British Columbia & Advanced Training and Performance, Victoria, BC, 2004. 12. Balyi, I., Quadrennial and Double Quadrennial Planning of Athletic Training, Canadian Coaches Association, Victoria, BC, 1990. 13. 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Lang, M., Swimming in the Panopticon: An Ethnographic Study of Good Practice in Competitive Youth Swimming, PhD Thesis, Leeds Metropolitan University, UK, 2009. 19. Faude, O., Meyer, T., Scharhag, J., Weins, F., Urhausen, A. and Kindermann, W., Volume vs. Intensity in the Training of Competitive Swimmers, International Journal of Sports Medicine, 2008, 29, 906-912. 20. Abbott, A., Collins, D., Martindale, R. and Sowerby, K., Talent Identification and Development: An Academic Review, Sport Scotland, Edinburgh, 2002. 21. Hollander, E. B., Meyers, M. C. and LeUnes, A., Psychological Factors Associated with Over-Training: Implications for Youth Sport Coaches, Journal of Sport Behaviour, 1995, 18, 3-20. 22. Salguero, A., Gonzalez-Boto, R., Tuero, C. and Marquez, S., Identification of Dropout Reasons in Young Competitive Swimmers, Journal of Sports Medicine and Physical Fitness, 2003, 43(4), 530-534. 23. 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R. and Gould, D., eds., Sport for Children and Youths, Human Kinetics, Champaign, IL., 1986, 1-15. 30. Gould, D., Gianinni, J., Krane, V. and Hodge, K., The Educational Needs of Elite U.S. National Pan American and Olympic Coaches, Journal of Teaching in Physical Education, 1990, 9, 332-344. 31. Gilbert, W. and Trudel, P., Learning to Coach Through Experience: Reflection in Model Youth Sport Coaches, Journal of Teaching and Physical Education, 2001, 21, 16-34. 32. Cushion, C. J., Armour, K. M., and Jones, R. L., Coach Education and Continuing Professional Development: Experience and Learning to Coach, Quest, 2003, 55, 215-230. International Journal of Sports Science & Coaching Volume 5 · Number 3 · 2010 401 33. McNeill, P., Doing Social Research, Macmillan, Basingstoke, UK, 1988. 34. Patton, M. Q., Qualitative Research and Evaluation Methods, 3rd edn., Sage, Thousand Oaks, CA., 2002. 35. Gratton, C. and Jones, I., Research Methods for Sports Studies, Routledge, Oxford, 2004. 36. 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PY - 2010
Y1 - 2010
N2 - The LTAD (Long Term Athlete Development) model has come to represent a sports-wide set of principles that significantly influences national sports policy in England. However, little is known about its impact ‘on the ground.’ This study is concerned with how national sporting bodies have adapted the model to their specific requirements and how local interpretation and implementation of this is operationalized and delivered. Interpretation and implementation of the LTAD model used in English swimming was investigated through interviews with six elite and five non-elite swimming coaches in the north of England. While there were concerns with aspects of the Amateur Swimming Association (ASA) regulations governing competition for age-group swimmers, the major concern expressed by participants was with over-emphasizing volumes of training, leading to the neglect of technique.
AB - The LTAD (Long Term Athlete Development) model has come to represent a sports-wide set of principles that significantly influences national sports policy in England. However, little is known about its impact ‘on the ground.’ This study is concerned with how national sporting bodies have adapted the model to their specific requirements and how local interpretation and implementation of this is operationalized and delivered. Interpretation and implementation of the LTAD model used in English swimming was investigated through interviews with six elite and five non-elite swimming coaches in the north of England. While there were concerns with aspects of the Amateur Swimming Association (ASA) regulations governing competition for age-group swimmers, the major concern expressed by participants was with over-emphasizing volumes of training, leading to the neglect of technique.
U2 - 10.1260/1747-9522.214.171.1249
DO - 10.1260/1747-95126.96.36.1999
M3 - Article
VL - 5
SP - 389
EP - 402
JO - International Journal of Sports Science and Coaching
JF - International Journal of Sports Science and Coaching
SN - 1747-9541
IS - 3